The Science Report Card: Elements of Risk and Recovery. Trends and Achievement Based on the 1986 National Assessment.

Autor/inn/en	Mullis, Ina V. S.; Jenkins, Lynn B.
Institution	Educational Testing Service, Princeton, NJ. Center for the Assessment of Educational Progress.
Titel	The Science Report Card: Elements of Risk and Recovery. Trends and Achievement Based on the 1986 National Assessment.
Quelle	(1988), (154 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-88685-076-2
Schlagwörter	Academic Achievement; Educational Assessment; Elementary School Science; Elementary Secondary Education; Females; Minority Groups; National Surveys; Parent School Relationship; Science Education; Secondary School Science; Student Attitudes; Teacher Qualifications; Teaching Methods; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Education; assessment; Bewertungssystem; Weibliches Geschlecht; Ethnische Minderheit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Naturwissenschaftliche Bildung; Schülerverhalten; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Evidence from the National Assessment of Educational Progress (NAEP) and other sources suggests that both the content and structure of our school science curricula are generally incongruent with the ideals of the scientific enterprise. By neglecting the kinds of instructional activities that make purposeful connections between the study and practice of science, educators fail to help students understand the true spirit of science. The results from the NAEPs 1986 science assessment indicate recent improvements at all three age levels assessed. This document presents the results of the 1986 assessment. Data are presented as trends in average proficiency; levels of proficiency for the nation and demographic subgroups; the context for learning; the relationship between course taking and proficiency; teacher qualifications and classroom practices; experiential, home and attitudinal factors associated with science learning; independent learning experiences, parental and educational support; and student views of science learning. Appendices include discussions of procedures and data tables. (CW)
Anmerkungen	National Assessment of Educational Progress, Educational Testing Service, Rosedale Rd., Princeton, NJ 08541-0001.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC